I am very lucky today to be attending this amazing PL opportunity. Here are my unstructured notes. Photos to come…
Teaching for intelligent mindsets
Auckland 15th March 2015
Dr. Carol Dweck
- Motivation – you never see an unmotivated baby! Babies are infinitely curious, yet many of the things we do turn kids into non-learners.
- Too much emphasis on “gifted” and “talented”
- When we foster “natural talent” we make kids feel infallible
- Where are the kids who can take fb and coaching without it being a blow to their self-esteem?
Fixed and growth mindset
Fixed – search for perfection
Growth – intelligence can be developed.
Which mindset is correct?
- Neoscience reinforces growth mindset through brain plasticity
- Cogntive psychologists are isolating aspects of the brain and focusing on how to develop these.
- Alfred Binet (IQ test designer) actually had an impressive growth mindset. Yet test is used to measure “talent” but his initiaul idea was as an assess tool to identify the students for whom public schools were failing them. Unfortunately, test design does not reflect its use.
- Are mindsets all or nothing – not necessary, can have a mixed of fixed and growth in different areas (i.e sports, academics, within academic disciplines etc.)
- When we feel that we are failing, we can fall into a fixed mindset!
- Mindsets can be changed
Studies in students who are trying to enter med schools
Foxed just hope for best, growth actively involved in their learning (sorting out study groups, actively seeking feedback etc.)
All 10th graders Chile – the poorer students in Chile with growth mindsets were outperforming those who from wealthier homes with fixed mindsets. Growth mindset is powerful indicator for academic outcomes.
How do mindsets work?
Whole pscychological world for students which has different meaning.
- Rule 1:
- Fixed – look smart at all costs (but above all, NEVER LOOK DUMB)
- Growth – learn at all costs ( why bother looking smart when you could be getting smarter)
- Rule 2:
- Fixed: effort is a bad thing, if you are smart, you shouldn’t need to try (i.e Homer Simpson – trying is the first step towards failure)
- Growth – work hard, effort is the key. No-one accomplished anything great without great strategies and help from others.
- WORST IDEA THAT ANYONE CAN HAVE IS THAT EFFORT DOES NOT LEAD TO
- Rule 3:
- Fixed – hide mistakes and deficiencies
- Growth – confront mistakes and learn from them
Where does Mindsets come from?
Intelligence praise vs. Process praise
Studies on how mother’s talk to babies over time (babies, five years, seven years) thos who were praised with growth mindset (learning) outperformed those with fixed (are secondary schools trying to buck trend)
What to praise:
- Struggle (only praising kids when they work hard is called nagging)
- Strategies, choices
- Choosing different tasks, making mistakes
- Learning , improving
Growth is about appreciating strategies and choices that students are using –what strategies are working, which aren’t,
How we talk:
- “Oh, you got an A without really working” – subtext for child effort not important
- You did that so quickly – subtext rewards for speed
Challenge is interesting and worthwhile
- Without working – A is nice but you must not be learning much
- Quickly and easily – it must be boring for you, I’m sorry you’ve wasted your time. Lets do something you can learn from.
Importance of “Yet”
Not ok to say “I’m no good at…” need to retrain our language and semantics to use “I’m no good at … yet” (growth)
Students at school in Chicago use “not yet” as part of their assessment language – culture now of collecting and comparing “not yets” for growth – awesome, AfL in practice! Does B, P, A do this? Probably not, SOLO taxonomy may do? Not Achieved? Not yet achieved would allow for growth – help shift kids from performative to learning focused.
When is it too late for growth mindset training? Answer – NEVER!
Brain plasticity can be an avenue to shift mindsets about mindsets (very meta) – Herrmann’s Brain whole brain dominance at #HPSS developing this in our learners
Maybe an aspect of growth mindset is realising that you never really “have” it – not binary fixed or growth but recognising that situations alter the degree to which we have it.
Consider rock star new teachers – give up when times are tough. Need networks of support for new teachers (and all teachers) to develop their growth mindsets. Story of struggling teacher who persevered with growth mindset by filming and watching self daily to improve. Saw her struggle as “the worst she was ever going to be”. She got there in the end.
Can an organisation have a mindset?
In short, yes! People within the org agree with each other, values either fixed or growth mindset. This applies to schools as well. Are you in a school that worships fixed talent in students and teachers? Or fosters growth? Sense of ako for all akonga.
Fixed – teachers in competition with each other. Growth – teachers collaborate and share.
Growth orgs have more creativity and innovation going on.
Growth mindset and assessment
Formal assessments came about for a reason but their prevalence is killing the joy of teaching and learning. Oh dear…
Culture that celebrates failure – i.e. failure videos, fail blog – detrimental to growth mindsets as an aspect of citizenship?